The Accountability of Arabic Language Programme to the Social Needs: A Case Study

This paper aims to demonstrate how the lack of a systematic approach to designing a language program, particularly in Arabic, has resulted in fundamental issues of accountability within the program. Specifically, this absence has led to a language program that does not adequately address social needs, and whose components—such as goals, objectives, syllabus, teaching methodology, evaluation, and assessment—are not aligned or accountable to one another. The discussions in this paper are grounded in data and findings from a research conducted on the Arabic program at the Faculty of Islamic Studies in the National University of Malaysia in 1991. Despite the passage of time, the statements concerning the role and status of Arabic in Malaysia, as well as the needs for Arabic within the Faculty, remain relevant. This is due to the absence of significant changes in the Malaysian language situation and the curriculum of the Faculty. The discussions also aim to highlight fundamental problems encountered by many traditional Arabic programs in numerous Muslim countries. These programs are often designed solely based on the experiences of traditional teachers, lacking proper evaluation mechanisms.